QUESTIONNAIRE

The status of special education needs in Juan Morente Sr. Memorial Pilot School in
terms of:
1.1
Learning Disabilities
5 4 3 2 1
Poor decoding skills.
Poor speech fluency.
Slow reading rate.
Lack of self-monitoring reading skills.
Poor comprehension and/or retention.
Difficulty identifying important ideas in context.
1.2

Behavior Motivation;
5

My teacher communicates attitudes and expectations

to the students and model them herself/himself.
My teacher encourages us to talk to others in a
respectful manner about our conflict before she/he
has to intervene.
My teacher praises and recognizes appropriate
behavior through rewards, verbal and non-verbal
cues.
My teacher gives a quick word of praise to a student
who is doing what he/she wants rather than a snap of
annoyance at those messing around.
My teacher tells us exactly that what we are doing is
the appropriate behavior instead of just saying good
job.

1.3

Lesson planning and delivery

Developed and utilized creative and appropriate
instructional plan
Uses variety of assessment to monitor learning
Knows concepts, principles on interpretation of
assessment results.
Identifies teaching-learning difficulties and causes

Communicates promptly to learners and parents

about progress of learners.

1.4

Utilization of Instructional and learning materials

5

Review the text after the class to gain additional

perspective.
Look in supplemental texts to see how other authors
present similar topics, especially if the points seem
vague or unclear in the primary text.
Review the text before exams and quizzes or
periodically throughout the term.
Study and review worked examples before attacking
the homework problems.
Read over questions, exercises, and problems that
are not assigned and think about how to answer
them.

2. What is the level of performance of pupils in fingerspelling in terms of:

Outsta Very
Good Avera
nding
Hand Movements
Sign Variations
Speed

Good

ge

Lo

QUESTIONNAIRE

What is the level of communicative competence of pupils with learning disability in terms
of:
LINGUISTIC
5 4 3 2 1
1. Identifying the right meaning of a
word in context using lexical
knowledge
2. Understanding grammar structures
such as tense and parts of speech
3. Correctly expressing what is
understood from a text
4. Understanding how punctuation
marks change or add to the meaning
of words, phrases and sentences
5. Understanding idiomatic
expressions and everyday language
STRATEGIC
1. Guessing the meaning and use of
unknown vocabulary from contextual
clues
2. Finding the main idea of a
paragraph before getting into
smaller details
3. Understanding what a question
demands before reading the text
4. Locating where an idea is mentioned
in the whole text
5. Monitoring comprehension failure
and recognizing in consistencies

SOCIO-LINGUISTIC
1. Understanding and awareness of the
social context of the text
2. Recognizing the writers purpose in
selecting certain words, examples
but not others
3. Understanding the meaning of
culturally based information

(information with cultural

references
4. Deducing the writers attitude and
tone from the text based clues such
as word selection, choice of
grammatical forms and background
knowledge
5. Understanding the cultural
implications of words, phrases and
sentences in their specific context

What is the level of performance of pupils with learning disability in the following macro
skills?
Outsta Very
nding
Listening
Speaking
Reading
Writing

Good

Good

Avera
ge

Lo